2. syllabus, syllabus quiz, conversation starters, pathways 1
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IECPThis document provides an agenda and overview for an academic class. It includes a review of concepts from the previous class, a scavenger hunt and quiz over the syllabus, an introduction to the course technologies and conversation starters, and an example of conversation starters to be completed as homework. Students are asked to complete tasks using the course blog, PSU Box, and Voicethread and to choose a word to write a conversation starter about for in-class practice. The document outlines the key elements that will be covered in the class.
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Self-assessment of Communication Skills
In this assignment, you will develop an understanding of how good listening is crucial to effective communication and career success. In addition, you will perform a personal assessment of your communication skills and style.
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· When entering into a conversation, do you attempt to eliminate potential distractions and interruptions?
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· Do you put your cell phone in the silence mode when you are likely to have conversations? Why?
· Do you listen without interruption and sufficiently control the conversation to minimize interruption? Why?
· When engaged in a conversation, do you give your undivided attention to the matters being discussed? Why?
· When engaged in discussion, do you develop reflective questions pertinent to the conversation? Why?
· When engaged in discussion, do you make conscious eye contact? Why?
· When involved in conversations, are you cognizant of body language, both the individual you are conversing with and your own? Why?
· Do you have an understanding of body language gestures and posturing?
In a self-assessment summary, provide a list of your communication strengths and weaknesses. Also, provide a plan to address the weaknesses identified.
See below a template that you can use to complete the assignment.
Support your responses with examples.
Cite any sources in APA format.
Self-assessment of Communication Skills
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, answer the following questions:
· Which topic of conversation makes you uncomfortable.
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1. A review scheduled for an upcoming test on verb tenses, modal verbs, and inclusive language.
2. Examples and exercises practicing simple present, past, and future verb tenses.
3. A modal verb exercise to complete sentences using words like "required" and "forbidden."
4. Discussion of inclusive language and examples of rewriting sentences to be more inclusive.
5. An activity where students review collocation pairs from their study sheet in groups.
7. cs, target debate, and psu observations
This document summarizes an academic interactions class at Penn State University in Spring 2016. It includes an agenda with conversation starters on various topics for students to debate. It then outlines instructions for students to observe a PSU class of their choice, prepare a 7-10 minute presentation on their observation, and submit a video of their presentation. The document provides guidance on choosing a class to observe, getting professor permission, etiquette for observing, and developing their presentation. It concludes with announcing homework due dates and allowing time in class for students to choose which PSU class they will observe.
4. modal verbs, inclusive language, verb identification
This document outlines the agenda and content covered in a grammar class. The topics discussed include modal verbs, inclusive language, indefinite pronouns, and gender-neutral language. Examples are provided for different grammar structures like expressing rules and expectations. Students complete activities to practice these concepts, such as filling out a chart comparing rules and expectations in their own country and creating sentences using indefinite pronouns.
6. gender and society and target debate
This document outlines the agenda for an academic interactions class. It includes conversation starters for students to discuss, a video and discussion on gender and society, more vocabulary work, and preparation for a debate on gender-based classifications in toys and marketing. Students will be split into groups to research and present perspectives for or against gender-based classifications. The next class will involve the student groups giving speeches to present their positions, followed by a question and answer period and a final decision by the "mayor". Homework involves posting a conversation starter on a google document using vocabulary from the lesson.
5. english central
This document provides an agenda for an introduction to the English Central language learning application. It includes an introduction to English Central, watching an introductory video, accessing the class through the app in a computer lab, and exploring and utilizing the English Central program and various video topics. Students are instructed on how to enroll in the class and change settings to fully interact with the speaking activities in the videos. There is no homework assigned.
Day 3 collocation set 1 130_b
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students will complete a labeling activity.
- A brief review of grammar from the previous class, including examples of common errors.
- An introduction to vocabulary used in context and collocations. Students will do a matching quiz and practice activity.
- A discussion of language used to express rules and expectations, including modal verbs. Students complete a chart as practice.
- Homework is to finish and submit the Conversation Starter activity before the next class.
Day 3 collocation set 1
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students must complete a labeling activity and turn it in.
- A review of grammar from the previous class, including examples of common errors.
- An upcoming vocabulary collocation quiz to test knowledge of common word pairs.
- An activity where students practice using collocations in meaningful sentences.
- A discussion of language for expressing rules and expectations, including modal verbs. Students complete a chart practicing these.
- Homework is to finish and turn in the Conversation Starter activity.
4. conversation starters, pathways 1
This document contains an agenda for an Academic Interactions class on gender and society. The agenda includes:
- Conversation starters on topics related to gender, such as the characteristics of effective interpreters, differences between managing various hospitality businesses, and whether women are better than men at language.
- A brief quiz reviewing terms from the previous class, including the differences between gender and sex.
- An activity where students practice note-taking skills, including listening to part of a lecture and writing down the main ideas.
- A discussion of gender roles and socialization, followed by a video and related exercises on the topic of gender and society.
- Additional vocabulary building activities.
Day 3 collocation set 1
This document provides an agenda and summary for a grammar lesson. It includes:
- A brief review of the previous week's material
- An exercise practicing vocabulary in context
- A review of grammar concepts like modal verbs and language for expressing rules and expectations
- A group activity where students take turns drawing cards with phrases and making grammatically correct sentences
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2. syllabus, syllabus quiz, conversation starters, pathways 1
- 2. Agenda • quick review from last class • syllabus scavenger hunt • syllabus quiz • introduction to course technologies • introduction to conversation starters • introduction to Pathways 1
- 3. Review • 1. What is the word that means using polite and appropriate language in different contexts? • 2. What is the word that means styles/types/classifications? • What are the names of my daughter and son?
- 4. Significance of a Syllabus?
- 6. Syllabus Scavenger Hunt • Complete the scavenger hunt with your group. • Review the answers with your group members. • Review the syllabus. • Syllabus Quiz.
- 8. Syllabus Quiz • How many absences can full-time students have before they are dismissed from the IECP? • What is World in Conversation and when does it begin for AI 130 students? • What happens if you are absent on the day of your final individual presentation? • When is the Tutoring Center open? • Is the course blog address on the syllabus? • What are the required materials? • What grade do you need to pass this class? • What are the two reasons that students are put on the Academic Success Plan? • If you arrive to AI more 60 minutes late, are you late or absent for the day? • How many presentations will you have in this class? • What happens if you submit an online assignment 4 hours late? • How many tardies equals an absence? • How can you figure out your grade for the course? • When are my office hours? • Which technology is used for making audio/video comments in this course?
- 9. Course Technologies • Blog http://ai130fall15.blogspot.com/ • Angelhttps://cms.psu.edu/ • PSU Box http://box.psu.edu/ • PSU Voicethread http://voicethread.psu.edu/
- 10. Technology Tasks • 1) enter the course blog URL into your phone so that is a saved location. • 2) video record a 1-2 minute introduction of yourself and upload it to your BOX folder. • 3) sign into Voicethread PSU. Then go to the course blog and leave an audio or video comment on the posted video.
- 11. Introduction to Conversation Starters • Goal: to use new vocabulary words in the contexts of our academic fields. • Process: I will link Google Docs to the course blog and assign 1 conversation starter at a time for HW. • http://ai130fall15.blogspot.com/ • In Class: I will choose 3 conversation starters to share with the class.
- 12. What is active participation?
- 13. Example 1 • Many laws state that a person is responsible for his/her own behavior. Who is responsible for a pet’s behavior? If a pet causes injury to a person or thing, should the owner be responsible for the pet’s behavior? Why/why not? • (Law, Mohammed ALBadi)
- 14. Example 2 In the construction industry in my country, most of the workers are males because they are tougher/stronger and it is also more culturally acceptable for males to do this type of work. Do you think that females could/should work in construction like males? Why/why not? (Civil Engineering, Medhat)
- 15. Example 3 • Biomedical Engineering is a major that combines engineering and medicine. Some typical characteristics of bioengineers are: 1- being interested in engineering and medicine, 2- being a creative person, and 3- being up-to-date with new medical information. What do you think biomedical engineers actually do? • (Biomedical Engineering, Maryam Felemban)
- 16. In-Class Practice Choose one of the following words and write a conversation starter. Make sure to add your name and field at the end. 1.gender (n) 2.role (n) 3.behavior (n) 4.male (adj) 5.characteristic (n) 6.female (adj) 7.reverse (n) 8.masculine (adj) 9.feminine (adj) 10.generally
- 17. HW • Buy your textbooks as soon as possible.